18With a partner write some statements of your own. Prisms: 8 statements using 4-digit numbers and multiples of 30,40 and 50.Spheres:6 statements using 4-digit numbers and multiples of 20, 40 and / or 50.Tetrahedra: 5 statements using 3 or 4-digit numbers and multiples of 20 or 40
19Draw the following in your books: I will roll a die 6 times. Each time you should place the number rolled in one of the boxes so that the number statement is true.We will play this several times.
20Q. Which two 3-digit numbers could you make with these six digits that will have the greatest difference between them?Q. Which two numbers will have the least difference?
21By the end of the lesson the children should be able to: Compare and order numbers, understand and use the symbols:
22L.O.1 To be able to order a set of integers less than 1 million.
27Order these temperatures: 20 degrees 6 degrees14 degrees 40 degrees28 degrees 2 degreesQ. What type of weather would you link with each temperature?
28Copy these pairs of temperatures into your book and ring the one which is lower : -7 , , -8, , -3, ,-12Make up some pairs of temperatures to test your partner:Prisms do 10 using a range from 25C to -25CSpheres do 7 using a range from 20C to -20CTetrahedra do 5 using a range from 15C to -15C
29Put these temperatures in order in your book starting with the coolest: Q. What is the highest / lowest temperature?Q. What is 10C cooler than 3C?
31Q. What is the difference in temperature between Moscow and Buenos Aires? Look at, then complete, Activity Sheet 1.2When you have finished test your partner with some other temperature differences.
32On another day in June when the temperatures were different two places had a temperature difference of 15 degrees.Which two places might they have been?What might the temperatures have been?EXPLAIN!We are going to record your results.
33Draw this table in your books: Place 1 and temperaturePlace 2 and temperatureDifference
34By the end of the lesson children should be able to: Use negative numbers in the context of temperature.
35To be able to order a given set of positive and negative integers. L.O.1To be able to order a given set of positive and negative integers.To develop calculator skills and to use a calculator effectively
36Sequence these numbers in your books in ascending order: -13 5Q. Which is the smallest number?Q. Which is the largest number?
38Q. If I start at 32 and count back in steps of 7 what will the first negative number be? Copy into your books and predict the first negative number for each of these sequences:start step back predicted number24 517 319 8
39L.O.2To be able to solve a problem by representing and interpreting data in tables, charts and diagrams.
41Look at Activity Sheet 1.3Q. What was the temperature in Brussels on 1st January?Q. What was the temperature in Brussels on 1st March?Q. What was the temperature in Irkutsk on 1st February?
42Temperature in Brussels on 1st August = 1C + 2C + 4C - 1C + 4C + 5C + 3C - 1C = 17CIn pairs find the temperatures in Brussels and Irkutsk on 1st October.Q. How might it be possible to use the grid on Activity Sheet 1.3?
43Using small crosses plot the temperatures for Brussels on the grid. Do the same for Irkutsk using a different colour.
44Answer these: Q. When was it coldest in Irkutsk? Q. When was it warmest in Brussels?Q. What is the difference in temperatures in March?Q. Which month has the greatest temperature difference?Q. When are the temperatures closest together?Q. For how many months was it below freezing ina] Brussels b] Irkutsk?Make up two questions of your own to ask a partner.
46Q. What was the difference in temperature between 7 a.m. and 3 p.m.? Q. Between which two hours was there the greatest rise in temperature?Q. What do you think could have happened between 11 a.m. and 2 p.m.?Q. If it was 12C colder outside, what was the outside temperature at 6 a.m.; 6 p.m.?
47By the end of the lesson children should be able to: Use negative numbers in the context of temperature.Use the constant function on a calculator.Interpret data and graphs.